Coordinating various semiotic registers: An important issue in learning science

  • Alaric Kohler HEP-BEJUNE
  • Bernard Chabloz
Keywords: Semiotic registers; coordination; situation of misunderstanding; modelisation; Physics teaching; science education

Abstract

In this paper, we raise an issue, and support its importance within learning processes in science education : Students are confronted with a diversity of semiotic registers (daily language, mathematics, schemas, etc.) they are expected to coordinate. Such task may induce situations of misunderstanding, as we attempt to show here with a priori analyses of a few examples drawn from teaching manuals.
This idea is taken as the main hypothesis of a collaborative research, addressed to teachers through a half-baked teaching design focusing on modeling activities for high-school students in Switzerland. This paper only presents an illustrative extract of the results, due to the complexity of the examples and the usual limit in size. The presented analysis illustrates the relevance in ordinary teaching practices, of the issue raised in the a priori analyses, and calls on a more deliberate and explicit use of the coordination of semiotic registers in the construction of a didactic environment and learning science.

Author Biographies

Alaric Kohler, HEP-BEJUNE

Alaric Kohler, psychologue et philosophe de formation, est chargé d'enseignement à la HEP-BEJUNE (Chemin de la Ciblerie 45, 2503 Bienne), et à l'Université de Neuchâtel ou il effectue une thèse de doctorat sur les situations de malentendu en classe de physique.

Bernard Chabloz

Bernard Chabloz, physicien de formation, a quitté le monde de la recherche pour celui de l’enseignement, après une thèse en physique théorique. La confrontation quotidienne aux difficultés de ses élèves l’a poussé vers l’épistémologie, et la didactique. Il a été pendant plus de vingt ans professeur à la HEP-BEJUNE et enseignant dans un lycée.

Published
2020-12-23
How to Cite
Kohler, A., & Chabloz, B. (2020). Coordinating various semiotic registers: An important issue in learning science. Swiss Journal of Educational Research, 42(3), 597-609. https://doi.org/10.24452/sjer.42.3.6